How to Assess Group Work Fairly and Effectively?

Discover how the design of assessment shapes students’ collaboration, and learning in group activities. This 2.5-hour online workshop focuses on how to assess group work in ways that are fair, transparent, and aligned with learning objectives, while reducing common risks such as unequal participation, conflict, and student (and teacher) frustration.

The workshop starts from the premise that assessment is not a neutral element of group work, but a key factor that defines how students approach collaboration. Participants will explore the main challenges of assessing group activities, including the distinction between assessing group products and group processes, the visibility of individual contributions, and issues of fairness and accountability. Building on these foundations, the workshop addresses key design decisions in group assessment: what to assess, which criteria to use, who should be involved in the assessment process, and how group performance can be translated into individual grades. Particular attention is given to the use of grading rubrics and to the importance of clearly communicating assessment criteria and procedures to students.

This workshop is closely connected to Designing group learning activities, which focuses on the design and facilitation of group work. While that workshop addresses how to structure and manage group activities, the present workshop concentrates specifically on assessment strategies, offering a complementary perspective on how evaluation practices influence student behavior and learning in group settings. Through theoretical input and guided activities adapted to the online environment, participants will reflect on their current assessment practices and identify areas for improvement.

Learning outcomes:

By the end of the workshop, participants should be able to:

• explain how assessment influences student behavior and learning in group activities.
• identify key challenges and risks associated with assessing group work, including issues of fairness and accountability.
• distinguish between assessing group products, group processes, or a combination of both.
• design assessment criteria and grading strategies that support effective collaboration and active participation.
• improve transparency and communication of assessment procedures to enhance student engagement and satisfaction.

Competences developed in the course:

The course develops competences falling under Pillar 1 (Learning and teaching planning and design), Pillar 2 (Managing the learning and teaching process) and Pillar 3 Feedback and assessment of the Framework for Effective Teaching at CU. In particular, it focuses on the following competences:

• 1. 2. The teacher sets learning outcomes for their course and individual classes and chooses suitable methods of measuring their attainment.
• 2. 2. The teacher guides students to take responsibility for their own learning.
• 2. 3. The teacher utilizes a variety of strategies that promote student active learning.
• 3. 1. The teacher fairly and transparently assesses whether students have met the course requirements.

Lecturer:

Manuela Milani is an academic developer with more than 20 years of experience in different Universities in Europe. In the last years she has designed and delivered many training and professional development activities for faculty members. Her publications include several papers on cultural differences in teaching and learning, teaching observation practices and faculty training design and quality of teaching perception.